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UC San Diego Electronic Theses and Dissertations UC San Diego UC San Diego Electronic Theses and Dissertations Title Cross-language Activation and the Phonetics of Code-switching Permalink https://escholarship.org/uc/item/8cw2265d Author Piccinini, Page Elizabeth Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Cross-language Activation and the Phonetics of Code-switching A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Linguistics by Page Elizabeth Piccinini Committee in charge: Professor Marc Garellek, Chair Professor Eric Bakovic´ Professor Sarah Creel Professor Tamar Gollan Professor Rachel Mayberry 2016 Copyright Page Elizabeth Piccinini, 2016 All rights reserved. The dissertation of Page Elizabeth Piccinini is approved, and it is acceptable in quality and form for publication on micro- film and electronically: Chair University of California, San Diego 2016 iii TABLE OF CONTENTS Signature Page . iii Table of Contents . iv List of Figures . vi List of Tables . vii Acknowledgements . viii Vita .........................................x Abstract of the Dissertation . xi Chapter 1 Introduction . .1 1.1 Cross-language Activation in Bilinguals . .2 1.1.1 Inhibitory Control (IC) Model . .2 1.1.2 Implications for Speech Production and Perception .4 1.1.3 Effects of Type of Bilingual . .7 1.2 Past Work on Phonetic Speech Production and Perception in Simultaneous and Early Bilinguals . 10 1.2.1 Speech Production . 10 1.2.2 Speech Perception . 13 1.3 Code-switching . 16 1.3.1 What is Code-switching? . 16 1.3.2 Past Work on the Phonetics of Code-switching . 17 1.3.3 The Benefit of Studying Code-switching . 20 1.3.4 Implications for Theories of Bilingualism . 22 1.4 Overview of Dissertation . 25 1.4.1 Phonetic Features to be Studied . 26 1.4.2 Dissertation Plan . 31 Chapter 2 Code-switching in Spontaneous Speech . 33 2.1 Introduction . 34 2.2 Experiment 1: Production . 39 2.2.1 Method . 39 2.2.2 Results . 48 2.2.3 Discussion . 55 2.3 Experiment 2: Code-switching Detection . 56 2.3.1 Method . 56 2.3.2 Results . 60 2.3.3 Discussion . 62 iv 2.4 Experiment 3: Code-switching Forced Categorization . 63 2.4.1 Method . 63 2.4.2 Results . 67 2.4.3 Discussion . 69 2.5 General Discussion . 70 2.6 Conclusion . 73 Chapter 3 Code-switching in Scripted Speech . 74 3.1 Introduction . 75 3.2 Method . 85 3.2.1 Materials . 85 3.2.2 Speakers . 88 3.2.3 Procedure . 90 3.2.4 Annotation and Measurements . 92 3.3 Results . 97 3.3.1 /l/-clarity in Onset and Coda Position . 97 3.3.2 Lenition of Voiced Stops to Fricatives . 99 3.3.3 VOT of Word-initial Voiceless Stops . 100 3.4 Discussion . 102 3.5 Conclusion . 107 Chapter 4 General Discussion . 108 4.1 Summary of Results . 108 4.1.1 Results from Chapter 2 . 108 4.1.2 Results from Chapter 3 . 111 4.2 Implications for Theories of Bilingualism . 113 4.2.1 Effects of Context on Degree of Cross-language Acti- vation . 113 4.2.2 Language Dominance versus Order of Acquisition . 115 4.2.3 Models of Bilingual Language Activation and Control 117 4.3 Other Future Directions . 119 Chapter 5 Conclusion . 123 References . 125 v LIST OF FIGURES Figure 1.1: Language activation in different utterance types . 23 Figure 2.1: Example segmentations of two tokens of like ............ 48 Figure 2.2: Duration of /laI/ separated by context and language preceding the token 50 Figure 2.3: Formant values of /laI/ separated by context and language preceding the token over time . 55 Figure 2.4: Perception experiment #1 accuracy on task by language and context 61 Figure 2.5: Perception experiment #1 percent call stimulus code-switch by lan- guage and context . 62 Figure 2.6: Perception experiment #2 example slide at the beginning of the experiment, with unsorted stimuli . 66 Figure 2.7: Perception experiment #2 example slide at the end of the experiment, with sorted stimuli . 66 Figure 2.8: Perception experiment #2 results by language of stimuli and language of instruction . 67 Figure 2.9: Perception experiment #2 results by slide, language of stimuli, and language of instruction . 68 Figure 3.1: Language activation in different utterance types . 83 Figure 3.2: Example /l/-clarity segmentations in English and Spanish . 94 Figure 3.3: Example lenition segmentations of word-initial voiced stops to frica- tives in English and Spanish . 95 Figure 3.4: Example VOT segmentations of word-initial voiceless stops in En- glish and Spanish . 96 Figure 3.5: Results for /l/-clarity by language, context, word number, and syl- labic position . 98 Figure 3.6: Results for /l/-clarity by language, context, and word number as a density plot . 99 Figure 3.7: Results for word-initial lenition of voiced stops by language, context, and word number . 100 Figure 3.8: Results for word-initial voiceless VOT productions by language, context, and word number . 101 Figure 3.9: Results for word-initial voiceless VOT productions by language, context, and word number as a density plot . 102 Figure 4.1: Language activation in different utterance types . 118 Figure 4.2: Factors affecting cross-language activation . 120 vi LIST OF TABLES Table 1.1: Past work on the phonetics of code-switching . 19 Table 2.1: Speakers’ ages of acquisition and current exposure . 41 Table 2.2: Speakers’ proficiency scores . 42 Table 2.3: Counts of like tokens . 48 Table 2.4: Counts of like tokens in perception experiments . 57 Table 2.5: Perception experiment #1 listeners’ ages of acquisition and current exposure . 58 Table 2.6: Perception experiment #1 listeners’ proficiency scores . 59 Table 2.7: Perception experiment #1 percent responses by language and context 60 Table 2.8: Perception experiment #2 listeners’ ages of acquisition and current exposure . 64 Table 2.9: Perception experiment #2 listeners’ proficiency scores . 65 Table 3.1: Predictions for /l/-clarity . 82 Table 3.2: Predictions for lenition of word-initial voiced stops . 84 Table 3.3: Predictions for VOT of word-initial voiceless stops . 84 Table 3.4: Code-switching stimuli syllable information . 88 Table 3.5: Speakers’ ages of acquisition and current exposure . 89 Table 3.6: Speakers’ proficiency scores . 90 Table 3.7: Ordering of eight conditions for experiment . 91 vii ACKNOWLEDGEMENTS This dissertation was completed with the help and patience (and appreciated distractions) of many people. To my advisor, Marc Garellek, thank you for all the time and thought you put into this project. I am deeply appreciative for all you’ve done for me over the last two and half years. To the rest of my committee, Eric Bakovic,´ Sarah Creel, Tamar Gollan, and Rachel Mayberry, thank you for your insightful comments over the years. Each you has provided me with indispensable help at different points during my time at UCSD. In addition to my committee, I want to express my gratitude to the other advisors who have allowed me to get this far. Ann Bradlow, without the time spent in your lab as a bewildered undergraduate I never would have made the leap to pursuing a PhD. Amalia Arvaniti, thank you for all of your advice and comments from the beginning of my graduate school journey. Alejandrina Cristia, thank you for welcoming a strange student into you lab and opening my eyes to the many other sides of research. On a more personal note, to my cohort, Younah Chung, Gustavo Guajardo, Mark Myslín, Gary Patterson, and Nadav Sofer, I’m so glad you are the five people I got to spend those early classes with. Thank you also to my other fellow UCSD graduate students over the years, Rebecca Colavin, Gwendolyn Gillingham, Bethany Keffala, Ryan Lepic, Savithry Namboodiripad, Bozena˙ Paj ˛ak,Amanda Ritchart, Lisa Rosenfelt, and Scott Seyfarth. I can’t begin to expression how lucky I was to have all of you handy, whether it was to nerd-out over some exciting new results, or to talk about anything but research for a little bit (shout out to the book club). During this last year Team Paris kept me going when finishing seemed so close, but also so far away. Christina Bergmann, Julia Carbajal, Alexander Martin, and Sho Tsuji, thanks for making me take a break every once in a while for a coffee or a pastry. Over in Massachusetts, Meghan Armstrong, you’ve been the best late night GChat support a graduate student could ask for. viii I have been lucky enough to work in several different labs in multiple countries during my time in graduate school. At UCSD I was able to be a part of the Phonetic Lab, PhonCo (the group formerly known as SaDPhIG), the LASR Lab, and the CRL. Abroad, thank you to the GrEP Group in Barcelona and the LSCP in Paris for welcoming me with open arms. This work could not have been completed without the help of many undergraduate research assistants, Esperanza González, Criccely Grijalva, Zully Herrarte, Richard Kroeger, Linnea Lagerstrom, Hilda Parra, Mireya Pinell-Cruz, Rosa Quezada, and Gerardo Soto-Becerra. Thank you for all the time and energy you put into this project. Thank you to my parents for all of your support throughout the years, whether it be attending graduate school or moving to a foreign country. I could not be more lucky to have been born your daughter. Finally, thank you to Eric Kramer for all the little and big things. From introducing me to dplyr (a massive time saver), to making me laugh at the moments when I most needed it (an appreciated time spender), I couldn’t imagine my life without you.
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